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July 2020 Vol. 7 No.1
 

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Merit Research Journal of Art, Social Science and Humanities (ISSN: 2350-2258) Vol. 7(1) pp. 001-008, July 2020

Copyright © 2020 Merit Research Journals
DOI: 10.5281/zenodo.3966410


Review

From Birth Till Death: A Narrative Analysis of the Evolution of Curriculum Issues in Cameroon Education System Before Independence and Reunification

 
 
 

Yaro Loveline

 

Department of Curriculum Studies ad Teaching, Faculty of Education, University of Buea

*Corresponding Author's E-mail: lukongemms_20@yahoo.com

Received: 08 July 2020  I  Accepted: 20 July 2020  I  Published: 29 July 2020  I  Article ID: MRJASSH-20-011
Copyright © 2020 Author(s) retain the copyright of this article.
This article is published under the terms of the Creative Commons Attribution License 4.0.

 

Abstract

 

Cameroon educational development has continued to be a subject of numerous national and international debates since the introduction of formal education in the country in 1844 till date. The question that is usually asked and has received varying response is what type of education for Cameroonian Schools. While educational experts have provided responses to this question from several perspectives very few studies have addressed the issue for a responsive curriculum making from the lens of curriculum change and planning at the different levels of schools on which considerable efforts have been made in providing quality education since the introduction of formal education. One way of doing this is to go back to the historical evolution of curriculum issues in Cameroon as a starting point in charting a part way for a responsive curriculum that appropriately addresses the current need of the individual and society. The study argues that the evolution of education in pre-colonial and colonial Cameroon was characterized by the curriculum concepts of continuity, change and resistance to change. Using the narrative approach, the study attempts to articulate the arguments in discussing the historical evolution of the educational development with respect to pre-colonial curriculum issues, colonial curriculum issues, education under the German protectorate, education in French occupied Cameroon, and education in the British occupied Cameroons.

Keywords: Curriculum, Relevance, Continuity, Change, Resistance to Change, Colonial Indigenous, Education System, Cameroon
 
 

 

 
 
   
   
   
   
   
   
   
   
   
   
   
 
 
 
 
 
 
 
 
   
 
                         

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